Fashioning the Future

2020 ◽  
pp. 60-78
Author(s):  
Andrea Kölbel
Keyword(s):  
Social Influences ◽  
Social Groups ◽  
Educational Opportunities ◽  
Capital City ◽  
Structural Constraints ◽  
Student Body ◽  
Educational Trajectories ◽  
Educational Pathways ◽  
Future Orientations ◽  
Participation In Higher Education

Chapter Three explores the potential and limitations that educated young Nepalis associated with their university studies. Changes in the composition of the student body indicate that a growing number of students from social groups previously not represented at university now obtain academic credentials. Their participation in higher education gives reason to hope for a more socially just and prosperous future. In order to take full advantage of new educational opportunities, young people often felt compelled to relocate to the capital city or to go abroad. For the majority of these students, however, certain educational pathways associated with an upper social status remained out of reach. In identifying a number of social influences and structural constraints, which powerfully shaped young people’s educational trajectories and related future orientations, the findings presented in this chapter allow for a critically engagement with the concept of the ‘capacity to aspire’.

scholarly journals Diverging Mobilities, Converging Immobility? Romanian Roma Youths at the Crossroad between Spatial, Social and Educational Im/mobility

Intersections ◽  
2018 ◽  
Vol 4 (3) ◽  
pp. 29-56
Author(s):  
Stefano Piemontese ◽  
Bálint Ábel Bereményi ◽  
Silvia Carrasco
Keyword(s):  
Rural Economy ◽  
Structural Constraints ◽  
Negative Experience ◽  
Social And Cultural Capital ◽  
Rural Village ◽  
Individual Agency ◽  
Educational Trajectories ◽  
Collaborative Ethnography ◽  
Training Opportunities ◽  
Meaningful Interaction

The article investigates the youth transitions of a group of Romanian Roma adolescents with different im/mobility experiences but originating from the same transnational rural village. Their postcompulsory education orientations and development of autonomous im/mobility projects are anything but homogeneous; nevertheless, they all develop halfway between the reproduction of socio-economic inequalities and the challenge of social mobility. While in Spain young migrants are confronted with severe residential and school mobility but have access to wider vocational training opportunities, their peers in Romania rely on more consistent educational trajectories, but face the prospect of poorly valued work in the local rural economy. As for young returnees, they struggle to mobilize their richer transnational social and cultural capital as a way of overcoming the negative experience and result of (re)migration. Based on broader, longitudinal, multi-sited and collaborative ethnography, this paper aims to unveil the interplay between structural constraints and individual agency that shapes meaningful interaction between spatial, social and educational im/mobility in both transnational localities. While emphasizing the usefulness of the concept of transition to explain the processes of intergenerational transfer of poverty in contemporary Europe, we discuss how temporality, social capital and mobility engage with the specific socio-economic context, transformations, and imagined futures of its young protagonists.

Revolution or Contribution? Rational Choice Approaches in the Study of Latin American Politics

2002 ◽  
Vol 44 (03) ◽  
pp. 1-28 ◽  
Author(s):  
Evelyne Huber ◽  
Michelle Dion
Keyword(s):  
Rational Choice ◽  
Latin American ◽  
American Politics ◽  
Power Relations ◽  
Social Groups ◽  
The State ◽  
Structural Constraints ◽  
Latin American Politics ◽  
Over Time

Abstract This article assesses the contributions of studies in the rational choice (RC) tradition to scholarly understanding of Latin American politics. It groups some representative works according to their use of RC assumptions, and also reviews some of the major works in the institutionalist tradition. It argues that works in the RC tradition have neither forced a major rethinking of established theories nor filled major lacunae, although they have illuminated some phenomena that were only partly understood. The RC approach works best for narrow questions in which power relations and structural constraints are stable, whereas its essential assumptions become untenable in questions that involve shifting power relations among social groups and the state over time.

Inequality, Decisions, and Altruism

2018 ◽  
Vol 4 (3) ◽  
pp. 282-303 ◽  
Author(s):  
Thomas Dietz ◽  
Cameron T. Whitley
Keyword(s):  
Decision Making ◽  
Social Groups ◽  
Adaptive Landscape ◽  
Major Influence ◽  
Structural Constraints ◽  
Heuristics And Biases ◽  
Actor Model ◽  
Class Model ◽  
Redistributive Policies ◽  
Rational Actor

We argue that sociological analyses of inequality could benefit from engaging the literatures on decision-making. In turn, a sociological focus on how contexts and structural constraints influence the outcomes of decisions and the strategies social groups can use in pursuit of their goals could inform our understanding of decision-making. We consider a simple two-class model of income and the need of capitalists and workers to mobilize resources to influence the adaptive landscape that shapes responses to decisions. We then examine the implications of the rational actor model and the heuristics and biases literature for class-based decision-making. We consider the importance of altruism in mobilizing collective action, and we offer some evidence that altruism is most common in the middle ranges of income and that altruism is a major influence on support for redistributive policies. These results, while tentative, suggest the value of having scholars of development and inequality engage with the literatures on decision-making.

scholarly journals Access to Higher Education: An Instrument for Fair Societies?

2019 ◽  
Vol 7 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Gaële Goastellec ◽  
Jussi Välimaa
Keyword(s):  
Higher Education ◽  
Social Stratification ◽  
Social Groups ◽  
Educational Opportunities ◽  
Access To Higher Education ◽  
Mass Education ◽  
Special Issue ◽  
Theoretical Approaches ◽  
Sensitive Issue ◽  
Comprehensive Knowledge

Access to higher education (HE) has a long history. To offer a view on the current debates and worldwide issues regarding access to HE, this editorial depicts how the control of educational access has historically been used as an instrument of governance at the interface of two processes: social stratification and the territorialisation of politics. Access to HE has remained embedded in these large structural processes even though HE has expanded from a highly elitist institution into mass education systems with equity of educational opportunities having become a desirable goal across societies. Analysing these processes helps understand the complex mechanisms producing inequalities in HE today, which are brought together by the ten articles composing this special issue. Tacking stock of how inequalities in access are produced in different continents, countries, HE Institutions, applying to different social groups though evolving mechanisms, these articles document the importance of contrasting methodological and theoretical approaches to produce comprehensive knowledge on this sensitive issue for democratic societies.

scholarly journals social Influence on Students’ Interest and engagement with Science Studies in Tanzanian Secondary Schools

2016 ◽  
Vol 4 (9) ◽  
pp. 1-15
Author(s):  
John Fungulupembe Kalolo
Keyword(s):  
Qualitative Research ◽  
Learning Environment ◽  
Social Influence ◽  
Science Studies ◽  
Social Influences ◽  
Social Groups ◽  
Family Members ◽  
The Social ◽  
And Control ◽  
Senior Students

The development of interest and engagement in science studies among junior learners is shaped by many factors within their learning environment, one of them being the social influence. However, in practice it has not been clear how such influence shapes learners’ interests and engagement in science studies. This study examined the social influences and their impact on students’ interest and engagement in science. The study was mainly a qualitative research involving teachers, parents, and students. The findings revealed that students’ interests and engagement in science studies were mainly shaped by multi-influences from different social groups including: peers, family members, senior students, subject teachers, and career advisors/counsellors. The findings suggest that there is a need to monitor and control the available social influences on leaners’ interests in science because not all influences seemed to be positive, as some of them are negatively influencing the learners’ interests, persistence, and engagement in science.

scholarly journals 619Can social inclusion improve health and educational outcomes for youth experiencing disadvantage?

2021 ◽  
Vol 50 (Supplement_1) ◽  
Author(s):  
Heidi Renner ◽  
Bosco Rowland ◽  
John Toumbourou ◽  
Delyse Hutchinson
Keyword(s):  
Young People ◽  
Educational Outcomes ◽  
Social Inclusion ◽  
Social Determinant ◽  
Vulnerable Groups ◽  
School Completion ◽  
Educational Trajectories ◽  
Educational Pathways ◽  
Unique Effect ◽  
The Impact

Abstract Focus of presentation Disparity in access to education is a recognised social determinant of health outcomes worldwide. Young people experiencing disadvantage often experience considerably more problems in their health and educational outcomes. The objective of this project, from a social epidemiological perspective, is to investigate whether social inclusion confers the potential to disrupt inequities by improving school completion for vulnerable young people experiencing disadvantage. Findings It is expected that groups with high vulnerability (represented by disadvantage indicators) will have poorer educational trajectories, with lower levels of school completion. It is also expected that this effect will be moderated by the level of social inclusion, such that vulnerable groups with high levels of social inclusion will have higher levels of school completion as compared to vulnerable groups with lower levels of social inclusion. It is also expected that other factors will influence the development of social inclusion, such that the developmental pattern of, and change in, social inclusion from childhood to adolescence may have a unique effect on school completion. Conclusions/Implications Identifying whether social inclusion can moderate the impact of vulnerability on school completion provides the opportunity to inform future interventions and has the potential to provide evidence to government and thus influence policy. Key messages Social inclusion may be a vital key to understanding the effect of disadvantage on health and educational pathways for young people in Australia, and an avenue for disrupting inequities.

The Social and Political Nature of Spirit

2021 ◽  
pp. 63-92
Author(s):  
Josh Wilburn
Keyword(s):  
Social Influences ◽  
Social Groups ◽  
Popular Education ◽  
Emotional Reactions ◽  
Social Education ◽  
Value System ◽  
Greek Society ◽  
A Value ◽  
The Social ◽  
Material Goods

Chapter 3 explores two aspects of spirit’s social and political nature—its role in the process of absorbing social influences that shape a person’s values, and its responsibility for a person’s emotional reactions to those they consider either part of, or outside of, their social groups or communities—as well as two related problems that arise in corrupt political circumstances. According to Plato’s critique of contemporary Greek society, popular education and politics fail because they reflect a value system informed primarily by human appetite and pleonexia that prioritizes bodily, external, and material goods. When citizens absorb these values through thumos, their resulting moral corruption leads to civic discord as their aggressive spirited desires become directed against one another in their competition for limited appetitive goods. This establishes two challenges for Plato that involve attention to human spirit: making people virtuous through social education and making cities unified and stable.

Quetta City and the Baluch Guerrilla

2018 ◽  
pp. 177-196
Author(s):  
Luc Bellon
Keyword(s):  
Social Relationships ◽  
Social Groups ◽  
Capital City ◽  
Special Focus ◽  
Urban Context ◽  
Armed Struggle ◽  
Suicide Attacks ◽  
First Time ◽  
The Relationship ◽  
The City

This article explores the incidents linked to Baloch nationalism, highlighting what is at play behind this urban armed struggle, with a special focus on the city of Quetta—the capital city of Balochistan, Pakistan's most underdeveloped province. Since 2000, and for the first time, violent clashes of very different natures coincided in the city: target killings by Baloch nationalists, suicide attacks from militant Islamist groups, assassinations against the Shi'ite (primarily Hazara) community, and a growing non-politically motivated criminality perpetuating a number of murders and kidnappings. The legitimization of some aspects of this violence by a population witnessing but not producing it enables the reconfiguration of social relationships and/or spaces in the urban context. In particular, the chapter argues that violence, far from bringing about a rejection and delegitimization of groups using it, can on the contrary redefine the relationship between social groups, leading in particular to the marginalization of the groups it targets.

scholarly journals Students Abroad: Preconfederation Educational Links Between Newfoundland and the Mainland of Canada

2006 ◽  
Vol 20 (1) ◽  
pp. 172-192
Author(s):  
Malcolm MacLeod
Keyword(s):  
Nova Scotia ◽  
Technical College ◽  
Faculty Members ◽  
Educational Opportunities ◽  
Major Focus ◽  
Maritime Provinces ◽  
Student Body ◽  
Saint Francis ◽  
And Training ◽  
International Linkage

Abstract In the decades before Confederation in 1949, one important link between the Dominion of Canada and the reluctant tenth province was the increasing reliance of New- foundland students upon Canadian institutions for advanced education and training. Five volumes of Who's Who in Newfoundland, published between 1927 and 1961, provide biographical information on 344 individuals who left the colony to pursue educational opportunities abroad. The major focus for such opportunities shifted over time from Great Britain to the mainland of Canada. Institutions in the Maritime provinces drew over half of these students, while colleges and schools in Ontario received almost one-quarter. In some instances, Newfoundlanders became an impor- tant proportion of the student body at individual colleges -for example, students from western Newfoundland at Saint Francis Xavier and students from the south coast at Mount Allison. The highest proportion was probably the 15 per cent which Newfoundlander s formed in the general student body at Nova Scotia Technical College in the several years around 1940. The establishment of Memorial University College in 1925 did two things: it made Newfoundland more self-contained in matters of higher education, and it strengthened certain patterns of international linkage, especially with Canada. Fledgling Memo- rial's major formal affiliations were with the universities of the Maritime provinces: Memorial s president joined representatives of Acadia, Dalhousie, Saint Mary's, King's, Mount Allison and Saint Francis Xavier on the unified Atlantic region govern- ing body of Nova Scotia Technical College and 55 per cent of the degrees held by Memorial's preconfederation faculty members were from Canadian institutions. This paper demonstrates how natural it was for Newfoundland to be drawn within the Canadian educational orbit in the first half of the twentieth century, while charac- teristic patterns in the links that were formed between two North American countries are illustrated.

scholarly journals Development of a Model for Individual Educational Pathways in Engineering Education

2021 ◽  
Vol 25 (3) ◽  
pp. 513-531
Author(s):  
Nikolay I. Naumkin ◽  
Vadim A. Ageev ◽  
Anarkul E. Sadieva ◽  
Anatoly V. Anokhin ◽  
Natalya N. Shekshaeva ◽  
...  
Keyword(s):  
Engineering Education ◽  
Curriculum Design ◽  
Design Theory ◽  
Educational Process ◽  
Joint Work ◽  
Theoretical Substantiation ◽  
Educational Trajectories ◽  
Educational Pathways ◽  
The Republic ◽  
Definition Of

Introduction. Individual educational pathways are widely used in higher education to optimize the educational process and harmonize the personal needs of students. The problem of their further development consists in improving scientific and methodological support and meeting the requirements of documents regulating educational activities. The purpose of the article is to present the results of theoretical substantiation, development and implementation of a model for individual educational pathways in engineering education. Materials and Methods. As a research toolkit, a methodological system, including an integrated and interdisciplinary (combine all components of the model of individual educational trajectories into a system), systemic, substrate and structured (for designing new models of individual educational trajectories) approaches was used; hypothetical-deductive, analysis-synthesis, morphology and classification (to analyze all possible models of individual educational trajectories), modeling and design (to create various individual educational trajectories) methods were also utilized. Results. In the course of the study, the definition of an individual educational pathway was formulated. As a result of the joint work of the authors from Mordovia State University and the engineering universities of the Republic of Kyrgyzstan, individual educational trajectories were developed for students of engineering specialisms at these universities. A generalized combinatorial model of possible individual educational pathways of engineering specialism has been developed. Discussion and Сonclusion. The results obtained contribute to the development of the curriculum design theory in the context of individual educational pathways. The materials of the article will be useful to researchers dealing with the problems of personalization of learning based on the use of individual educational trajectories.

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